1. Data-Driven Decision Making: Essential Conditions for Success

2. Context Standards driven reform Standards driven reform Assessments tied to standards Assessments tied to standards Raised expectations for all students Raised expectations for all students Technology tools Technology tools Accountability mandates in NCLB Act Accountability mandates in NCLB Act

3. Moving Beyond the Mandate NCLB is an opportunity to: Use data to transform teaching, learning and administration. Use data to transform teaching, learning and administration. Inform decisions about everything from class schedules to textbook reading levels to professional development budgets. Inform decisions about everything from class schedules to textbook reading levels to professional development budgets. Provide a rationale for decisions that parents, teachers, taxpayers, and students can understand. Provide a rationale for decisions that parents, teachers, taxpayers, and students can understand.

4. What the NCLB Comprehensive Reform Will Do Provide professional development and training Provide professional development and training Disseminate and provide information, reports, publications Disseminate and provide information, reports, publications Develop teacher and school leader in- service and pre-service training modes Develop teacher and school leader in- service and pre-service training modes that illustrate best practices that illustrate best practices

5. Data Driven Decision Making Data Driven Decision Making provides a structure - a set of guidelines for knowing what decisions to make. Data Driven Decision Making provides a structure - a set of guidelines for knowing what decisions to make. Effective technology training for teachers results in the capacity to share data leading to a deeper understanding of both teacher learning and student success. Effective technology training for teachers results in the capacity to share data leading to a deeper understanding of both teacher learning and student success.

6. The Foundation of Data-Driven Instructional Decisions Assess and examine data first Assess and examine data first Emphasize what is important Emphasize what is important Set goals that can be assessed Set goals that can be assessed Focus on what is effective Focus on what is effective Align goals with instructional strategies Align goals with instructional strategies

7. A New Paradigm Shift Sophisticated data collection + Dissemination technologies + Better understanding of how individuals learn + New assessments = Transformation of Education

8. Reports Data Warehouse Reporting and Analysis Services Turning data into useful information Training Learning how to use data to make informed decisions. State and Federal Reporting Meeting reporting compliance Dissemination Sharing data with the community (ie: report cards) Components of a Data Based Decision Making System SIS Finance Assessment Instruction Applications Personalized Instruction Source: US Department of Education, 2003.

9. Data Rich Districts School districts and school district consortia are moving a step ahead of NCLB requirements by integrating data reporting into a culture of continuous improvement.

10. Rapid Results The three concepts that are the foundation for school improvement: are informed, The three concepts that are the foundation for school improvement: are informed, 1.effective teamwork; 2.goals setting; and 3.the use of performance data. Schaffer 1988 Schaffer 1988

11. School Improvement Process Set measurable goals and targets Set measurable goals and targets Collect data using electronic methods Collect data using electronic methods Deliver information to decision makers (classroom, building, district) Deliver information to decision makers (classroom, building, district) Clearly Identify levels of performance measures and opportunities for improvement Clearly Identify levels of performance measures and opportunities for improvement

12. Data Collection: An Iterative Process Vision Standards Assessments Reports Instruction

13. The Power of Data The Power of Data Assess current and future needs of students Assess current and future needs of students Decide what to change Decide what to change Determine if goals are being met Determine if goals are being met Engage in continuous school improvement Engage in continuous school improvement Identify root causes of problems Identify root causes of problems Promote accountability Promote accountability

14. Early Screening Works Identifies students who are likely to have problems learning Identifies students who are likely to have problems learning Administers easily and quickly Administers easily and quickly Facilitates selective use of diagnostic assessments Facilitates selective use of diagnostic assessments Provides accurate and reliable data Provides accurate and reliable data

15. Screening and Diagnostic Assessments DIBELS -- Dynamic Indicators of Basic Early Literacy Skills DIBELS -- Dynamic Indicators of Basic Early Literacy Skills TPRI -- Texas Primary Reading Inventory TPRI -- Texas Primary Reading Inventory Tejas LEE -- Reading Inventory in Spanish Tejas LEE -- Reading Inventory in Spanish

16. Technology Solution Eliminates paperwork, stopwatches and manual calculations – and gives instant results Eliminates paperwork, stopwatches and manual calculations – and gives instant results Automates scoring, timing and prompting requirements - teacher can focus on student, NOT test Automates scoring, timing and prompting requirements - teacher can focus on student, NOT test With the push of a button, teachers can access Web- based reports that help them turn results into action With the push of a button, teachers can access Web- based reports that help them turn results into action Streamlined assessing Improved accuracy Ability to analyze, act on data

17. CPS DIBELS FY05 Data

18. Intensive Support Monitoring recommended two to four times a month. Students should receive intensive remediation and differentiated instruction. Strategic Support Monitoring recommended once a month. Students should receive strategic interventions and differentiated instruction. Benchmark Support Additional monitoring not required. Students are achieving on grade level at appropriate developmental stage.

19. Ready or Not... The World is Different Work is different... Work is different... Tools are different... Tools are different... Communication is different... Communication is different... Information is different... Information is different... Kids are different... Kids are different... Learning is different … Learning is different … Teaching must be different... Teaching must be different... And Leading must be different!

20. Research shows… …leadership... the single most important factor affecting the successful integration of technology into schools. This is true at all levels- state, district, and schools. Lessons Learned SEIR*TEC (2002)

21. What we know about effective use of technology in schools The world is different The world is different New environments enable moreNew environments enable more effective strategies Essential conditions are essentialEssential conditions are essential Highly skilled teachers and administrators are required Highly skilled teachers and administrators are required Assessment is criticalAssessment is critical

22. eLearning Principals Technology Leadership Institute Integrating Technology into the Teaching and Learning Process Integrating Technology into the Teaching and Learning Process Principals Productivity and Professional Practice Principals Productivity and Professional Practice Technology Tools for Support, Management, and Operations Technology Tools for Support, Management, and Operations Assessment and Evaluation with Technology Assessment and Evaluation with Technology

23. Research Shows Students whose teachers were high level users of technology in the classroom scored significantly better than did students whose teachers were low level users of technology in the classroom. Middleton and Murray, 1999 Students whose teachers were high level users of technology in the classroom scored significantly better than did students whose teachers were low level users of technology in the classroom. Middleton and Murray, 1999

24. Technology and Work 340K unfilled jobs requiring tech skills 340K unfilled jobs requiring tech skills 60% of current jobs require tech skills 60% of current jobs require tech skills 70% growth in computer and tech jobs 70% growth in computer and tech jobs Accessing jobs often requires tech skillsAccessing jobs often requires tech skills

25. Increase Technology Literacy of 8 th Grade Students Partnered with Learning Point Associates to assess student technology literacy knowledge, attitudes, and practices based on National Educational Standards for Students (NETSS) Partnered with Learning Point Associates to assess student technology literacy knowledge, attitudes, and practices based on National Educational Standards for Students (NETSS) An 8 th grade educational technology curriculum sequence aligned to Texas Learning Standards for language arts, mathematics, and science as well as measurable technology literacy outcomes An 8 th grade educational technology curriculum sequence aligned to Texas Learning Standards for language arts, mathematics, and science as well as measurable technology literacy outcomes

26. NETSS Assessment & Curriculum 7th and 8th grade technology literacy assessment 7th and 8th grade technology literacy assessment 7th and 8th grade technology literacy curriculum 7th and 8th grade technology literacy curriculum

27. Standards for Students 1.Basic operations and concepts 2.Social, ethical, and human issues 3.Productivity tools 4.Communication tools 5.Research tools 6.Problem solving and decision making tools Adopted, adapted, or aligned by 33 states Adopted, adapted, or aligned by 33 states

28. Technology Professional Development Focused on student achievement. Focused on student achievement. Connected to the classroom. Connected to the classroom. Integrated with the curriculum. Integrated with the curriculum. Sustained and collaborative process. Sustained and collaborative process. Supports individual learning styles and experiences. Supports individual learning styles and experiences. Evaluation is embedded throughout. Evaluation is embedded throughout.

29. Progressive Levels Using technology to improve teachers professional practices. Using technology to improve teachers professional practices. Using technology tools and information to plan and implement enhanced learning experiences in the core curriculum. Using technology tools and information to plan and implement enhanced learning experiences in the core curriculum. Integrating technology tools and information to build technology literacy and problem solving ability among students. Integrating technology tools and information to build technology literacy and problem solving ability among students.

30. Collecting data is only the first step toward wisdom. But sharing data is the first step toward community. IBM – On Demand Business Prodigy Advertisement

31. Barriers to Data Use Lack of training in data use Lack of training in data use No uniform data collection No uniform data collection Lack of leadership at the school and district level Lack of leadership at the school and district level Outdated technology Outdated technology Unclear priorities and goals Unclear priorities and goals Lack of teamwork Lack of teamwork Distrust of data use Distrust of data use

32. It takes time. It takes time. It has to start at the top. It has to start at the top. Progress has to be measurable. Progress has to be measurable. Business models are starting points. Business models are starting points. Community outreach is essential. Community outreach is essential. Data driven decision making can be a powerful tool in changing student outcomes and promoting continuous improvement in achievement. Data driven decision making can be a powerful tool in changing student outcomes and promoting continuous improvement in achievement. Lessons Learned

33. Reasons to Bring Data Into Decisions 1. Assess the current and future needs of students. 2. Decide what to change. 3. Determine if goals are being met. 4. Engage in continuous school improvement. 5. Identify root causes of problems. 6. Align instruction to standards. 7. Provide personalized instruction. 8. Track professional development. 9. Meet accountability provisions of NCLB. 10. Keep constituents informed about progress.

34. Making It Happen: Integrating Data Into the Equation To consider: Implementation scale and scope Implementation scale and scope What to gather What to gather Cleaning up the data Cleaning up the data Reporting out and user queries Reporting out and user queries Cost of adoption Cost of adoption Professional development Professional development Collaboration and partnerships Collaboration and partnerships

35. What gets measured gets done. Peters 1987 Peters 1987